Email: igamzeyildiz trakya. Therefore, the measure of an efficient lesson is on how students take place in the activity, not the performance of the teacher Harmer, This change has altered the role of the teacher in the classroom and required teachers to take on different roles according to their teaching atmosphere.
Harmer , p. In this respect, teachers should be equipped with required features and skills in teacher training process. As with the previous and recent experiences of prospective teachers, the time interval of the training is also an aide and a prompter for these prospective teachers to observe these catalyst roles of the teacher in the classroom. Thus, the efficacy of the training within a limited time-line is crucial. According to Borg , the learning experiences of language teachers are shaped by their early assumptions of language learning, and thus, their professional lives may also be influenced by such cognition.
Thus, such cognition shapes the effectivity of learning and teaching atmosphere —whether in the context of training or real teaching environments-. It is widely known that the efficiency of learning and teaching atmosphere is influenced by the rapport between teachers and their students. In this model, catalyst is defined as the educator who promotes and speeds up the rate of learning within a classroom. Teachers are regarded as the main factors that advance and catalyze education. Thus, these negative effects might lead to the arousal of deficient or inexact teacher models.
Although these effects becloud the proper process, teachers still carry the responsibility of an efficient instruction. In other words, whatever the conditions are, teachers are expected to maximize the benefits of the training they took regarding both the negative and positive sides to develop the quality of their teaching.
Research questions In the study, three research questions were proposed, and the answers to the questions were tried to be found through semi-structured interview.
In terms of the teacher role, are there any differences between their previous teachers at high school, lecturers at university and mentor teachers at the practicum school?
Methodology The qualitative method is used in this study since in qualitative research, nonnumerical data are gathered for highlighting the phenomena Gay, et. An interview that provides a valuable way to gather complementary data is a predetermined action through which information is aimed to gather from the interviewee Gay, et. Simiarly, Cohen et al.
In this regards, the researcher has to focus on individuality, subjectivity, uniqueness, and spontaneity of response. Participants 10 prospective teachers contributed to the study. They took the Teaching Practicum course in academic year; they were observed by their mentor teachers at schools and supervisors at the university while they were teaching English in real classroom context.
The researcher selected the research participants randomly. Ten open-ended interview questions were prepared by the researcher before the interview session see App. The interview sessions were held at the end of the teaching practicum.
They were not informed about the research topic, aim or objective beforehand. The semi-structured interview questions were asked to each participant in an order. However, the researcher prepared an outline of guiding questions in advance to obtain detailed data from the respondent.
Besides, the researcher tried to avoid misleading or ambiguous questions in order to eliminate the possible misunderstandings by the interviewees. The duration for each interview session changed from respondent to respondent; some spent 8 minutes while some spent 15 minutes for responding the questions.
During the interview session, the researcher took notes in order to report and interpret each response easily and correctly. Each participant was coded as P1, P2, P3. Data analysis After the interview sessions, the responses were transcribed through content analysis.
Kvale explains that the processing of the rich data developed in the course of a semi- structured interview requires a qualitative content analysis. Therefore, the researcher outlined the content analysis for interpreting the data. According to Cohen et al. To enhance the validity of the research, the researcher informed the participants about the main aim of her study after conducting the interviews. Findings and Discussion The findings of current study were discussed around the three research questions.
After the analysis of the qualitative data, six main categories were obtained with regards to the notion of the teacher as displayed in Table 1. In this sense, teachers have a crucial role in determining the students own belief about their future profession.
More surprisingly, two of them stated the role of a teacher in classroom as a catalyst or a manager. Although they used implicit definition of a catalytic teacher in the interview sessions, they did not use the term catalyst explicitly to define the teacher role. This may be due to the lack of the term in the content of the course they studied in the program.
Also, none of them mentioned the roles like assessor, observer, organizer or controller. This was interpreted by the researcher that participants regarded the teacher in the classroom, in a more generalized sense, as an enabler and organizer for the students since the teacher is the giver of the knowledge and the one responsible for encouraging autonomous learning.
In the table, the reflections of participants about their previous teacher, lecturer and mentor in terms of teacher cognition were classified separately as teacher profession and teacher characteristics. The classroom atmosphere was teacher-centered and teachers were dominant in the classroom. Likewise, most of them stated that they were eager to teach and tolerant to the students. Rogerson and Chomicz in their study mention the identified characteristics of the teacher by the students are: passion for teaching, strong knowledge of content and conveyance of belief that every student can achieve and will be encouraged to do so.
In this sense, being eager to teach is not adequate for being catalytic teacher, instead teachers are required to be proficient enough and they need to cater for the individual needs of their students Horsley, You are unique. You have the capacity for anything. How big we think determines the size of our accomplishments. Though it is well to know our inabilities, for this reveals to us areas in which we can improve, knowing only our negative characteristics will turn our lives into a mess and point out our smallness.
To eliminate this negative thinking and make room for the P. Invite some objective friend to help — possibly a teacher — some intelligent person who will give you an honest opinion. Examples of assets frequently listed are: Next, under each asset, write the names of three persons you know who have achieved large success , but do not have the particular asset to as great a degree as you.
When you have completed this exercise, you will find out that you outrank many successful people on at least one asset. So, fit your thinking to your true size. Think as big as you really are, and never, never, never, sell yourself short! It will be interesting to find if they have changed their answers as a result of the transformation they are expected to have experienced under the guidance of their teacher.
In case there is evidence testifying to such a change, then, indeed, their teacher has acted as catalyst. That will be one of the true, palpable measures of successful teaching. In Donald J. How will they hold each other accountable? If the teacher succeeds as therapist, their students will discover that learning is more fun when they are planning, working, and even performing with a peer who truly cares about what happens on the way, out of a sense of belonging to a team pursuing a common goal.
G oals The next step on the Stairway to the Top is represented by goals. In the game of life, they will discover, as they set their goals and unlock their mind, that the world will unlock its treasures and rewards to them. Realistically, most locked doors are in the mind. If they want to reach their goal, they must see the reaching in their mind before they actually arrive at their goal. We should emphasize that what they get by reaching their goals is not nearly as Important as what they become by reaching them.
With the completion of this segment, we are on step number four. Things are not only possible but entirely probable with the right mental attitude. We should foster the opinion that their attitude, as they undertake a project, is the dominant factor in its success. In short, their attitude is more important than their aptitude.
There are many facets to the subject of attitude. One such attitude is enthusiasm. Enthusiasm is not just a feeling; it is a moral duty and a way of life. Both teachers and learners need to stay excited on their way to the top. There is such a strong need for this type of leadership that a group of educators met in to form what we know today as the Teacher Leadership Exploratory Consortium. This consortium, comprised of a variety of stakeholders, formed to discuss how to best foster teacher leadership so that it brings about change in student learning and achievement.
In , this group released the Teacher Leader Model Standards , which help teachers and school leaders foster leadership within their schools. In our current work, we facilitate an abundance of professional learning around teacher leadership.
This sounds amazing, right? It is, when it works effectively. The biggest challenge of cultivating and growing a group of teacher leaders is recognizing the difference between an effective teacher and a teacher leader.
Teacher leadership has the potential to bring about positive systemic change that influences a variety of factors within a school.
When teacher leaders fully understand their impact on colleagues, observable changes in student learning can occur. A study concluded that the professionalism teacher leadership has the potential to build—one that is based on trust, recognition, empowerment, and support—can improve teaching and learning in schools Harris and Muijs, While the Teacher Leader Model Standards provide the framework for fostering such leadership, the process for equipping teacher leaders with the ability and confidence to carry out what the Standards call for is much more complex.
The Standards are comprised of seven domains of leadership Teacher Leadership Exploratory Consortium, Each domain further contains a list of functions that provides a deeper, more granular look at what teacher leaders who excel in this domain might do. But reading and internalizing the Standards is only the first step in developing teacher leaders. Just as our grade level standards act as the blueprint for our curriculum, our lesson plans, and our assessments, the Teacher Leader Model Standards should serve to inform the work we do with our potential teacher leaders.
Very few teachers will come to us with the skills and self-assurance needed to lead their peers. Therefore, it is our responsibility to create and mentor them through learning experiences that will develop them into strong teacher leaders. In addition, a teacher leader needs to possess excellent active listening skills, be able to facilitate difficult conversations among various stakeholders, and have the emotional intelligence to bring different groups together to work toward a common goal.
Throughout our experience in both facilitating and designing the professional learning of teacher leaders, those who have the support and backing of their administration have been most successful in promoting a school culture that supports continuous improvement in teaching and learning.
Teacher leaders who feel supported are equipped with the confidence needed to lead the learning in their schools. Effective teacher leaders have the power to reinforce the existing leadership in a school, and there are a variety of ways we can support them:. John Davis, an elementary principal, had been working all year to create the environment and culture in which a shared vision could be realized in hopes of unifying his staff around a common goal that would impact teaching and learning in the building.
Through increased collaboration time, more frequent professional learning, and informal opportunities for teacher leadership, John slowly built the ideal conditions in which a shared vision could thrive. However, he continuously struggled with helping the teachers he deemed leaders build and refine the skills needed to make an impact outside the walls of their classrooms.
Jenna, a master teacher who volunteered to lead her grade level PLC, had a great deal of untapped leadership potential. While she eagerly jumped at the opportunity to lead the learning of her peers, John knew Jenna had much to learn about facilitating the learning of her colleagues. John began scheduling monthly meetings with Jenna so he could coach and mentor her. What follows is a vignette from their first conversation:. Davis: Hey, Jenna. Thanks for coming in.
And thanks so much giving me the opportunity to observe your PLC in action earlier this week. Jenna: No problem. Your presence and support was really appreciated by my group. Jenna: Overall, I felt it went well.
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